Understanding the nature of science (NOS)--what science is and how it works, the assumptions that underlie scientific knowledge, how scientists function as a social group, and how society impacts and reacts to science--is prominent in science education reform documents (Rutherford and Ahlgren 1990; AAAS 1993; McComas and Olson 1998; NRC 1996; AAAS…

This article provides a description of science teacher education policy in Canada and the USA. We focus on qualifications and procedures to obtain an initial teaching license, requirements for license renewal, and trends in our respective countries. In both countries, science teacher education is the responsibility of the province or state, rather…

The assertion that general reform-based science teaching practices (GRBSTPs) can facilitate nature of science (NOS) instruction has been mentioned in the literature, but rigorous and transparent empirical substantiation for this claim has not been made. This investigation empirically demonstrates an association between thirteen experienced…

Accurately conveying the nature of science (NOS)--what science is and how it works--is common to most science education standards documents, including the "National Science Education Standards" and "Science for All Americans". Understanding the NOS is crucial to scientific literacy since mistaken ideas of science will likely affect students'…

Discusses some features of instructional approaches that promote meaningful learning. Focuses on creating an environment in which students can be mentally attentive. (DDR)

Discusses increasing students' time on task and provides data showing where time is lost. Suggests several steps to prevent time loss. First published in 1994. (YDS)

Modifies an extended lab activity from a cookbook approach for determining the percent mass of water in copper sulfate pentahydrate crystals to one which incorporates students' prior knowledge, engenders active mental struggling with prior knowledge and new experiences, and encourages metacognition. (Contains 12 references.) (ASK)

Describes the learning cycle and some strategies that teachers can use in their classrooms to make the transition to the learning cycle less stressful. Includes tips on how teachers can effectively change roles during an activity and how they can alter laboratory formats to enhance student learning. (DDR)

Author argues that the only way to move science education progressively forward is by teachers respecting the pedagogical research reports. Asserts that only a research-based rationale for teaching science separates the professional science teacher from those who simply have a strong science background. Urges authors and editors to present…

Discusses how instructional time can be increased and better utilized within the current school framework. (ZWH)

Describes an investigation for physical science and chemistry students that engages students both physically and mentally. (ZWH)

Modifies a laboratory activity to ensure that consistencies exist between the laboratory objectives and the teacher's instructional goals (the constructivist learning theory). The changes are included in the article as well as a rationale for each change. (ZWH)